0 @Loc: Curtis/quilt/quilt5.cha
1 @PID: 11312/t-00001873-1
3 @Languages: eng
4 @Participants: TEA Carmen_Curtis Teacher, STU Student, INV Investigator
5 @ID: eng|Curtis|TEA|||||Teacher|||
6 @ID: eng|Curtis|STU|||||Student|||
7 @ID: eng|Curtis|INV|||||Investigator|||
8 @Media: quilt5, video
9 @Comment: In the middle of this week group exercises a unique moment
10 occurs. Several children refer to a new move they call a
11 diagonal flip.
12 *STU: do a diagonal flip up and a diagonal flip this way. ▶13 *TEA: okay. ▶14 *TEA: um (.) show me that again. ▶15 @Comment: Nothing in Carmen's materials or in the computer software
16 has ever referred to the diagonal flip.
17 *TEA: Justin did use two diagonal flips but we have to be able to figure
18 out how do you tell someone what those diagonal flips are like. ▶19 *TEA: Nicole what are you thinking? ▶20 *STU: right bottom corner. ▶21 *TEA: uhhum. ▶22 *STU: flip it to the left top corner. ▶23 *TEA: just a second. ▶24 *STU: I don't think you'll have enough room to write all that. ▶25 *TEA: I'm writting it down here. ▶26 @Comment: Carmen allows the children to explore the idea of a
27 diagonal flip not knowing for sure where it will lead.
28 *TEA: top left corner. ▶29 *TEA: is that what you said Nicole? ▶30 *STU: uhhum. ▶31 *TEA: yeah that is a lot of writing isn't it. ▶32 *TEA: right bottom corner flip it to the top left corner. ▶33 *TEA: so I'm taking the right bottom corner and I'm going to flip it to
34 the top left corner. ▶35 @Comment: Since the class is clearly invested in the use of the
36 diagonal flip and they all seem willing to except the term
37 Carmen makes the diagonal flip part of their class
38 vocabulary. What she's doing is allowing the children to be
39 the authors of their own learning.
40 @Bg: symmetry - diagonal flip
41 *TEA: why do you think it is with the computer with the quilting software
42 since that software is for us to use to design quilts. ▶43 *TEA: why won't it let us do something we found out about quilts which is
44 diagonal flip. ▶45 @Eg: symmetry - diagonal flip
46 *STU: maybe they never heard of them. ▶47 *TEA: maybe they never heard of them. ▶48 *TEA: do you think that's possible? ▶49 *STU: yeah. ▶50 *STU: yeah. ▶51 *STU: maybe the people that um put that um the thing didn't know about
52 diagonal flips xxx. ▶53 *STU: or maybe like there is like xxx any c@l c@l like any code thing. ▶54 *TEA: any command. ▶55 *STU: yeah. ▶56 *TEA: there's not a command to +/. ▶57 *STU: maybe they didn't have [//] get a computer chip. ▶58 *TEA: it let's us do sideways flips. ▶59 *TEA: it let's us do up down flips. ▶60 *TEA: it let's us cppy cores. ▶61 *TEA: it let's us build [/] build a core square. ▶62 *TEA: it's letting you do everything you guys have been doing except for
63 diagonal flips. ▶64 *STU: xxx. ▶65 *TEA: do you think that's possible? ▶66 *TEA: that you thought of something that the people who designed that
67 software didn't think of. ▶68 *STU: but then the turtle. ▶69 *TEA: no but not the turtle. ▶70 *TEA: my students uh detemine how this unit turns out each year. ▶71 *TEA: I mean it's definitley what they are interested in. ▶72 *TEA: what the tangents they go off on. ▶73 *TEA: the quesitons they raise. ▶74 *TEA: you know two hours can dissapear. ▶75 *TEA: and it can be something that was never written in my plans. ▶76 *TEA: but it was about quilting (.) it was about mathamatics. ▶77 *TEA: it was comminicaiton. ▶78 *TEA: it was [/] it was thinking. ▶79 *TEA: and that's what we did that day. ▶80 *TEA: it's okay. ▶81 @New Episode
82 @Situation: Defining Symmetry
83 @Date: 05-DEC-1994
84 @Bg: symmetry - definition
85 *TEA: just write the word symmetrical and then tell me what you think it
86 has to do with. ▶87 @Eg: symmetry - definition
88 *TEA: okay? ▶89 *TEA: we will write for a few minutes and then we'll share our ideas and
90 see what everybody was thinking about. ▶91 @Comment: When a teacher decides to let children's thinking guide her
92 instructions she must be prepare to juggle the unexpected.
93 In week four of the quilting process for example Carmen
94 plans to introduce the concept of symmetry to the class.
95 *TEA: we're going to start with a story that will get us started thinking
96 about what we want to talk about today. ▶97 *TEA: okay. ▶98 *TEA: +" Maude measured the bedspread and marked the exact center with a
99 safety pin. ▶100 *TEA: +" now listen Amelia she said. ▶101 *TEA: +" your house mustn't come past that pin. ▶102 *TEA: +" Amelia nodded understandingly as she fumbled in the work basket.
103 ▶104 @Comment: The story they read is Sylvia Fair, The Bedspread about two
105 sisters and their work on two halves of a quilt
106 *TEA: there are two places in the book that I want to reread to you real
107 quickly. ▶108 *TEA: and then um and then I want us to talk about the question that
109 Amada asked during the story. ▶110 *TEA: you probably didn't hear her if you were sitting in the back
111 because she said it pretty quietly. ▶112 *TEA: but it was a good question and you might have been thinking this
113 question while I was reading too. ▶114 *TEA: back when Amelia and Maude were first beginning. ▶115 *TEA: um they were still in the planning stages. ▶116 *TEA: they hadn't sewed anything yet. ▶117 *TEA: this is what Maude said. ▶118 *TEA: +" we'll each make a house. ▶119 *TEA: +" one at each end of the bedspread. ▶120 *TEA: +" then it will be symmetrical. ▶121 *TEA: and Amanda while she was listening to the story said +"/. ▶122 *STU: +" what's symmetrical? ▶123 *TEA: let's talk about that word symmetrical. ▶124 *TEA: who can share um share with the group. ▶125 *TEA: what do you think? ▶126 *TEA: what's your guess? ▶127 *TEA: what do you think it might have to do with? ▶128 *TEA: Paul what's your guess? ▶129 *STU: a house. ▶130 *TEA: okay symmetrical might be a word that only has to do with house. ▶131 *TEA: okay. ▶132 *TEA: what would it mean? ▶133 *TEA: what about houses would symmetrical have to do with? ▶134 @Comment: In previous years children had no difficulty with the same
135 lesson. This year however forty minutes went by with little
136 sucess. ▶137 *TEA: what else could be symmetrical. ▶138 *STU: the carpet. ▶139 *TEA: the carpet could be symmetrical. ▶140 *TEA: what would a carpet be like that was symmetrical? ▶141 *STU: like if it was all like grey. ▶142 *TEA: if it was all grey it would be symmetrical. ▶143 *TEA: what are you thinking about the word symmetrical? ▶144 *STU: I think symmetrical means um that our um like the same. ▶145 *TEA: tell me more about that. ▶146 *TEA: cause I don't know exactly what you mean when it says their the
147 same. ▶148 *TEA: you mean you agree with Nicole means identical. ▶149 *TEA: exactly the same can't tell them apart. ▶150 *STU: well you can sort of tell them apart. ▶151 *TEA: how can you tell them apart if they're were exactly the same. ▶152 *TEA: I expected them to come to the idea of what symmetry is much more
153 easily than they did. ▶154 *TEA: by linking it to things they already done. ▶155 *TEA: folded and cut and halves that match. ▶156 *INV: so it took them a lot longer. ▶157 *INV: that ah (.) if your [//] you know if expectations were violated and
158 they didn't have the kind of knowledge you thought they had the
159 thing to do was to get up there and define symmetrical for them and
160 then get on with it. ▶161 *INV: why didn't you do that? ▶162 *TEA: because I'm not the one who is going to be using the word for them
163 as they make their own symmetrical designs or look for symmetry in
164 other peoples designs and I could have said anything I wanted to and
165 tomorrow only half would remember some of what I said and less than
166 half of them would remember what they should do with what I had said
167 and what that had meant for them. ▶168 *TEA: so I admit I was getting worried after all of that time we really
169 hadn't [//] didn't seem to be making any connections. ▶170 *TEA: but I knew it would come. ▶171 *TEA: and that is why I was going +"/. ▶172 *TEA: +" image folding this. ▶173 *TEA: do you think a scarecrow can be symmetrical if there were only one?
174 ▶175 *STU: no. ▶176 *STU: yeah. ▶177 *STU: it could. ▶178 *STU: if um like if you could fold it over. ▶179 *STU: like this. ▶180 *STU: I'm symmetrical. ▶181 *TEA: are you Nicole? ▶182 *STU: yeah. ▶183 *STU: so um that xxx . ▶184 @Comment: What's nice about this stage of the project is that the
185 children have their own handmade materials to assist them in
186 their thinking. In the case of symmetry the break through
187 finally happened when Carmen asks them to look at their own
188 core squares.
189 *STU: half of it blue and half of it green. ▶190 *TEA: so if something is [//] has half of it blue and half of it green it
191 can't be symmetrical. ▶192 *STU: it's all blue and on the top it's all green. ▶193 *TEA: um: (.) okay well test that against somebody elses. ▶194 *TEA: like Ashely's. ▶195 @Comment: In a few days the children are finished with their first
196 quilts. These individual quilts provide a good frame work to
197 discuss the deeper connections between geometry and design.
198 *STU: here (.) there's a bow, a triangle, a bow, a triangle, a triangle.
199 ▶200 *TEA: can you find anything else that repeats, that makes you um do as
201 Justine said +"/. ▶202 *STU: +" you can look anywhere in the quilt. ▶203 *TEA: could be colors. ▶204 *TEA: could be shapes. ▶205 *TEA: it has to be something that repeats for it to be a pattern. ▶206 *TEA: um let's see Alex what are you noticing about Ashely and Vanessia's
207 quilt? ▶208 *STU: weird funny shapes. ▶209 *TEA: can you decribe the weird funny shape for us. ▶210 *TEA: so we'll know which one you're looking at. ▶211 *TEA: and pointing to it would help us too. ▶212 @Comment: It's easy for the children to look at their finished quilts
213 and forget all the work and thinking that went into them.
214 Carmen has to frequently remind them of how much they've
216 *TEA: but do you remember the days when I was asking you to think and
217 talk about core squares. ▶218 *TEA: and everybody kept saying to me +"/. ▶219 *STU: +" I think it's right in the middle of the quilt. ▶220 *TEA: look at middle of um just for example please look at the middle of
221 the quilt [//] the final quilt made by Julia and Justin and Kelly. ▶222 *TEA: where's the middle of that two by two? ▶223 *STU: right here. ▶224 *TEA: right so is that a core square? ▶225 *STU: no. ▶226 *STU: this is a core square. ▶227 *STU: right here. ▶228 *STU: that's made up of different core squares. ▶229 *TEA: okay so if we go right to the middle of a quilt do we find the core
230 square? ▶231 *STU: no. ▶232 *TEA: no. ▶233 *TEA: we don't. ▶234 *TEA: we can find the core square Kevin says +"/. ▶235 *STU: +" in thirty six different places. ▶236 *TEA: is he right? ▶237 *STU: yes. ▶238 *TEA: yes. ▶239 *STU: thirty six different places with all the same core square. ▶240 @End